Adult learning and the European Social Fund -we need to plan for Brexit

Late last year, I raised the question of how adult learning will be funded once European structural funds no longer apply to the UK. This led me to send a Freedom of Information Request to the Department of Work & Pensions, asking for an estimate of how much funding was allocated to adult learning in the UK from the European Social Fund (ESF). The answer is that a lot of adult learning is funded in this way.

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Under current arrangements, European structural funds run for the period 2014-2020. According to DWP, a billion euros were allocated during this period for adult learning from  ESF Investment Priority 2.1 alone. This does not account for all support from ESF, as the reply makes clear. And adult learning is also supported through other structural funds, incuding the European Regional Development Fund, Leader, INTERREG, and EQUAL. But ESF provides the main route to funding for adult learning.

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From DWP reply, 24 January 2017

Unfortunately, DWP wasn’t able to answer two of my follow up questions. I was keen to know how much of the Investment Priority 2.1 allocation was devoted to (a) literacy and (b) adult English learning. Apparently it was not possible for DWP to isolate figures for these two areas of spending. However, it is reasonable to conclude that some ESOL and literacy is funded through ESF, and that it is probably a significant proportion of their total funding.

All this raises the obvious question of what happens next. In principle, there shouldn’t be any problem: the UK pays far more into the structural funds than it receives, so there ought to be money to spare to tackle the problems that the ESF seeks to address. But in practice, there will be plenty of other priorities, so we need to keep an eye on this issue.

In the meantime, I have sent a copy lf DWP’s response tothe following:

If you can think of anyone else who could helpfully see the DWP response, please let me know.

 

 

An adult residential college for Nazi leaders

Aerial view, from http://www.vogelsang-in.de


I recently enjoyed a very pleasant few days walking in the North Eifel, an area of Germany that seems virtually unknown to British tourists. Situated between the major cities of the Rheinland and the borders with Belgium, Luxembourg and the Netherlands, it is enchantingly beautiful with its mixture of forests, hills, rivers, lakes and valleys. And it is bursting with historical remains, from the stunning valley bottom former weaving town of Monschau to the bunkers and tank traps of the Westwall (better known to my parents as the Siegfried Line).

On of the more curious remnants is Vogelsang, built by the Nazi Party after seizing power with the aim of producing a new leadership cadre. I’d not really given the issue much thought, but after 1933 the Nazis suddenly had to fill hundreds of positions of power at all administrative and political levels. And they simply couldn’t get the staff. 

Work began in 1934, and the first intake started their course in 1936. This was a serious long-term programme, intended to take four years, and comprising a mix of physical training (including fencing and gymnastics), studies of such key Nazi fields as history and racial science, and basic training in public administration. There were sports fields and a swimming pool, as well as a faux-medieval dining hall with chivalric statues of blonde, strapping knights on horseback. 

The location itself, as well as the buildings and statuary, had a pedagogic aim: standing outside the main buildings, looking down on the valley and river below, was meant to imbue the students with pride in and love for their Heimat – an untranslatable word that can be rendered, weakly, as homeland. The college’s official name – Ordensburg Vogelsang – is also hard to translate, but loosely means the fortress of the order (as in order of knights).

Cast for statuary, from the Vogelsang exhibition


The aim was to recruit young men, but in practice most of the students were in their thirties, with some years of party activity behind them. None ever finished the course. When war broke out, Vogelsang was handed over to the army as a training centre, then turned into an Adolf Hitler School. The students went straight to work, many of them finding administrative posts in the occupied territories in the east.

After the US Army duly occupied it, bored American and British soldiers passed away the hours by firing at the genitals on the imposing statues that littered the site. It later became part of a training ground for the Belgian Army, before being handed back to the German government in 2005.

Vogelsang (the name means birdsong) is now a museum and educational centre, run by a voluntary organisation. The site itself is huge, and the buildings for the most part are remarkably well preserved. There are changing exhibitions as well as standing displays of materials from the past, mainly dealing with the National Socialist period. If you get th chance to visit, snap it up: as well as seeing a remarkable example of Nazi adult education, with the corresponding architecture and design, you will find yourself in one of the loveliest regions of western Germany.

Mine’s an espresso! Learning with the Popup College

I’m a fanatical coffee drinker, so it was inevitable that I’d get excited about adult education classes in Costa. The courses are the brainchild of PopUp College, founded in Cambridge in 2015 by Jason Elsom as a response to the collapse in publicly funded adult learning, and which now claims to be providing 240 courses in 55 locations across the country.

So far as I can tell, most of the courses are provided through public bodies, mainly colleges. PopUp’s website lists seven partner colleges or college groups. Local Costa stores provide the space; presumably the coffee chain, which is owned by Whitbread, benefits from favourable publicity. 

Courses aren’t cheap: ten sessions of holiday Spanish at the Greenwich branch of Costa will set you back £120, while you’ll pay £75 for Art History & Appreciation at the Altrincham branch. Compare this with the £80 for a local authority ten week Spanish course in Scarborough, or £94 for Art Appreciation with the WEA in Reading, and you’ll see that the prices are broadly comparable. Unlike the WEA or local government provision, there is no pressure for accreditation or assessment. 

The topics and prices suggest that the initiative is aimed at the traditional adult education market, albeit one that has embraced the ‘cappuccino culture’ that now permeates large parts of the urban middle class socio-cultural milieu. It is obvious that the PopUp concept will appeal less to those who find ‘cappuccino culture’ a bit posh and poncy, or who simply can’t afford the fees.

It is also geographically limited. Perhaps predictably, the vast majority of PopUp courses are in London, with smaller clusters elsewhere. At present there are none at all in Yorkshire, Scotland and Wales.

Will the PopUp concept endure, or is it a brief fad? I rather hope it lasts: it seems to me an imaginative attempt to keep part of the adult education system alive and well, and I will watch its development with interest. I’d love to know what others make of this

 

Adult Learning hits Private Eye

The University of Leicester hasn’t had a great time trying to justify its plan to shut its Vaughan Centre for Lifelong Learning. Bluntly, it has created a PR shitstorm, which you may think is well deserved given that the University seems to have been rather economical with the truth.

So says Private Eye anyway – and you’d think that keeping out of Britain’s leading satirical news magazine should be high on the KPIs of every Vice Chancellor. Especially if you’ve just pushed through a new strategic plan that claims to prioritise ‘Making a real difference to our city and our region’.

Vaughan College started life in 1862, and was one of the institutions that came together to found the University in 1925. You can read more about its history here and if you are so minded you can join me and thousands of others in signing the Save Vaughan petition here.

Meanwhile, enjoy the Eye article, which I have copied from a Tweet by Chris Williams, who Tweets as @Chris_A_W. vaughaneye

Benchmarking adult learning across the European Union

The European Union’s latest Education and Training Monitor reports on progress against the 2020 targets, originally adopted in 2010 as part of the EU’s ten-year strategy for growth. There are six targets, all sharing the virtue – and pitfalls – of clarity and simplicity. In respect of adult learning, the target is that by 2020, 15% of Europe’s adults aged 25-64 shall have received formal or non-formal education or training in the four weeks leading up to the annual Labour Force Survey.

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Progress against this target has so far been, let’s say, modest. Participation stood in 2015 at 10.7%, barely a rise on the 9.2% achieved in 2012, and exactly the same as it was in 2014.

As ever, this headline figure masks wide variations between countries. Denmark, Sweden and Finland were Europe’s top performers, with participation rates of 31.3%, 29.4% and 25.4% respectively; bottom were Romania (1.3%) and Bulgaria (2.0%), followed closely by Croatia and Slovakia (both on 3.1%). Of the EU’s big four, France and the UK came above the EU average, while Italy and Germany both fell beneath it.

The report also notes variations within countries, with notably lower participation rates among the low-qualified. It does not report, though, on inequalities of participation by age (we can confidently expect that older workers receive relatively little education and training), gender or ethnicity.

Education is, of course, hardly the only area where the European Commission has set targets which then serve as benchmarks. There are similar 2020 targets for various areas of economic activity, from the share of GDP that is invested in research and innovation to the proportion of the population that lives in poverty.

As Alexandra Ioannidou pointed out ten years ago (see this article), the EU and OECD have developed monitoring and reporting into new policy instruments. The problem for the EU is that, unlike OECD, it has real policy powers in the area of education and training.A failure to meet they targets cannot, therefore, be simply blamed on the weaker member states. In this case, the EU is placing a heavy emphasis on its New Skills Agenda.

As the Agenda was only published in 2016, over half way through the monitoring period, it won’t have much impact by 2020. And of course this benchmark is only one way of measuring adult learning; apart from any other weaknesses, it says nothing whatever about quality.

World class UK universities that are better than Leicester and offer adult education

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From the continuing education pages of Oxford’s website

The Times Higher has released its latest world university rankings, placing the University of Leicester in 172nd place. I’m making the informed guess that the University management is anxious about its position in international league tables, and that this might have something to do with its ill-judged decision to close down its centre for adult education.

So in the interests of open comparison, I thought I’d identify the eight UK universities that come above Leicester in the rankings, and have adult education centres:

Oxford (1st)

Cambridge (4th)

Edinburgh (27th)

Warwick (82)

Glasgow (88)

Sheffield (109)

York (129)

Leeds (133)

In addition, of course, adult education of various kinds is common in north American universities (especially the older, land grant institutions) and several European systems. I was particularly pleased to see that my colleagues at the University of Cologne – which has a terrific programme for older adults, as well as a plethora of seminars and lectures for the local community, and is recognised by the German government’s Excellence initiative – came in two places above Leicester.

So many quite distinguished universities manage to combine scholarly excellence with serious community engagement. Of course, we should take these league tables with a pinch of salt. All of them are flawed to a greater or lesser extent, based as they are on highly selective data, and only a fool would take them seriously. I bet that the Vice Chancellor at Leicester is using them as one of his own key performanc indicators.

 

Brexit and the closure of Vaughan Centre for Lifelong Learning

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The University of Leicester’s Council has decided to continue with the planned closure of its Lifelong Learning Centre. This has been an unedifying process for the University, which found itself on the receiving edge of criticism from its own staff, as well as from the local councils and MPs.In the process, the University got itself some extremely unfavourable media coverage, particularly after Private Eye exposed its rationale as being less than truthful.

As a governing body which exists to hold the University’s management to account, you’d have thought Council might have asked the Vice Chancellor why he thought it was a good idea to get into Private Eye. If other members of staff had generated such negative publicity, they would have been accused of bringing the University into disrepute. And the Eye exposed flaws in the University’s case that lay members in particular should have found disturbing. But Council showed no such backbone.

The Centre’s supporters, meanwhile, ran a magnificent #savevaughan campaign. Former students, part-time staff and local people all spoke about what lifelong learning had meant to them, and how it had changed learners’ lives. The campaigners made wise use of Freedom of Information legislation to pinpoint inaccuracies in the University management’s case. Following an embarrassing few months, presumably Leicester’s Vice Chancellor will shortly be asking his colleagues in Universities UK to renew their self-interested attack on the Freedom of Information Act.

Now that the dust is starting to settle, I thought I’d check what Leicester University’s management had to say about Brexit. Generally, the higher education sector in Britain is strongly Europhile, and several universities abandoned their usual non-political stance to argue publicly for a Remain vote. Paul Boyle, Vice-Chancellor of the University of Leicester, was one of those who signed an ‘open letter to British voters‘ calling for them to vote Remain. After the result was declared Boyle described it as: “a shocking result for the nation and its universities and a dark day for UK science”.

No doubt Professor Boyle, like many other senior academics, now blames ‘British voters’ for their failure to understand the complexities of the EU, and thinks they should never have been asked for their view on its future. But an informed and tolerant citizenry is exactly what the Vaughan Centre existed to support. Closing it is a slap in the face to the city and its people, and it weakens the University’s contribution to and place within the local and national lifelong learning system.

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Self-congratulation – eight years after the event

None of this stops the University management from boasting in their agreement with the Office for Fair Access about their success in attracting and retainng adult learners, and claiming – rather ambiguously – that they will in future ‘work to better understand the student experience for young and mature students’. Nor does it prevent them from inserting the usual guff about local communities into their corporate strategy.

Finally, I suspect that the minor – maybe non-existent – savings from closing Vaughan will do virtually nothing to help Boyle in his proclaimed aim “to pioneer a distinctive elite of research-intensive institutions”. It will simply further detach the University from the community that brought the University into being.